The Information literacy concepts below have been first defined by level, and then matched with the associated frame(s) from the Association of College and Research Libraries Framework for Information Literacy. Below are sample learning goals for each of the three levels. If you are interested in partnering with a library professional, this will give you an idea of some of the goals that we have designed for each level. If you have goals that you’d like to see added, please contact Amy James, Online Librarian for Education & Information Literacy.
Sample Learning Objectives:
- Students will understand what plagiarism is and how to avoid it in order to produce original content, incorporate sources appropriately, and develop autonomy.
- Students will be able to navigate the library’s website in order to locate the appropriate research guides and databases for their subject area.
- Students will recognize the differences between the information that can be found on Google and the information can be found in library databases in order to select appropriate search platforms for their research.
- Students will be able to evaluate news sources in order to determine their trustworthiness.
Which Frames from the ACRL Framework for Information Literacy do these student learning objectives fall under?
- Authority is constructed and contextual
- Scholarship as conversation
- Information has value
Sample Activities:
“Fake News: Harmless or Disruptive?” -Michelle Keba (found on CORA)
"Types of Resources at the Baylor Libraries" (video by Amy James)
"Using the Baylor Libraries Website" (video by Amy James)
"Search Basics" (module by Amy James)
"Understanding Academic Integrity: The Scholarly Conversation" (module by Ellen Filgo and Amy James, adapted from The Claremont Colleges)
"Understanding Academic Integrity: Attribution" (module by Ellen Filgo and Amy James, adapted from The Claremont Colleges)
"Understanding Academic Integrity: Academic Honesty" (module by Ellen Filgo and Amy James, adapted from The Claremont Colleges)
"Understanding Academic Integrity: Copyright" (module by Ellen Filgo and Amy James, adapted from The Claremont Colleges)
Sample Learning Objectives:
- Students will recognize authoritative sources within the context of their research in order to carefully select useful and supportive materials.
- Students will be able to identify scholarly and non-scholarly materials in order to select the most appropriate source type for a given context.
- Students will develop and apply a strategic searching plan, enabling them to find relevant information to support their research.
- Students will recognize the value of using Zotero in order to effectively manage their citations.
- Students will describe the steps of the research process in order to understand its iterative nature.
Which Frames from the ACRL Framework for Information Literacy do these student learning objectives fall under?
- Authority is Constructed & Contextual
- Research as Inquiry
- Searching as Strategic Exploration
- Information Creation as a Process
Sample Activities:
"Scholarly Article Autopsy" -Krista Bowers Sharpe (found on CORA)
"Keyword Generation Activity" -Amy James (see document below)
This level is unique because it is so varied depending on students' needs and each subject specialist librarian. The Research and Engagement Librarians serve as liaisons to different departments and so they will provide information literacy instruction to those departments. This will be done by incorporating information literacy instruction into subject-specific and course-specific research guides, one-on-one research consultations, and through teaching in person, online, and other methods (see the "partner with a librarian" tab).Below are some sample learning objectives that our librarians may use in their upper-level discipline specific work. Objectives can be created to align with any of the six ACRL Frames from the Framework for Information Literacy.
Sample Learning Objectives:
- Students will recognize the basic structure of a literature review in order to gain the background information that is necessary to conduct one effectively.
- Students will demonstrate the ability to select a database that is appropriate for their research and craft searches appropriately in order to effectively and efficiently find information.
- Students will be able to identify an article's methodology in order to search for articles with a similar structure.
- Students will be able to search for survey instruments in order to construct an appropriate methodological approach to their research.
- Students will be able to identify the types of resources needed for effective literary research in order to select the appropriate sources of information.
